What history do future teachers of early childhood education think is relevant?

Detalhes bibliográficos
Autor(a) principal: Rivero, Pilar
Data de Publicação: 2019
Outros Autores: Pelegrín, Julián
Tipo de documento: Artigo
Idioma: spa
eng
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: http://publicacoes.fcc.org.br/index.php/cp/article/view/5428
Resumo: The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance  is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.
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spelling What history do future teachers of early childhood education think is relevant?¿Qué Historia consideran relevante los futuros docentes de Educación Infantil?Quelle histoire est considérée importante par les futurs enseignants de la petite enfance?Que história é considerada relevante pelos futuros professores de educação infantil?Early childhood educationHistoryTeachingTeacher trainingEducación infantilHistoriaEnseñanzaFormación de profesoresEnsino da HistoriaÉcole maternelleHistoireEnseignementFormation des enseignantsEducação infantilHistóriaEnsinoFormação de professoresThe present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance  is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.Se presenta un estudio sobre la percepción de relevancia histórica en el alumnado del Grado de Magisterio de Educación Infantil de la Universidad de Zaragoza (España). Para ello se analizan 660 cuentos históricos elaborados por dicho alumnado y los textos que justifican la elección de uno u otro acontecimiento histórico. La investigación se centra en determinar qué contenidos sustantivos de la Historia son considerados relevantes, poniéndolos en relación con la tipología de narrativas elaboradas. La relevancia histórica constituye un concepto de segundo orden del pensamiento histórico fundamental en la formación de los docentes de Educación Infantil, pues aunque el currículo de esta etapa no incluye contenidos históricos, sí incorpora objetivos que permiten abordar estos temas.Cette étude concerne la perception de l’importance de l’histoire chez les étudiants en Éducation à la Petite Enfance de l’Universidad de Zaragoza (Espagne). Pour ce faire, 660 récits historiques élaborés par les étudiants ont été analysés, ainsi que les textes justifiant le choix de certains événements historiques. La recherche vise à déterminer quels contenus substantiels de l’Histoire sont considérés importants, par rapport à la typologie des récits. L´importance historique, reste un concept de second ordre de la pensée historique.fondamentale dans la formation des enseignants de la petite enfance. Cependant, même si les programmes d’études n’incluent pas les contenus historiques, ils incorporent tout de même des objectifs permettant d’aborder ces questions.Apresenta-se um estudo sobre a percepção da relevância histórica entre os alunos do Magistério de Educação Infantil da Universidade de Zaragoza (Espanha). Nesse sentido, são analisados 660 relatos históricos elaborados por tais alunos e os textos que justificam a escolha de certos acontecimentos históricos. A pesquisa pretende determinar que conteúdos substantivos da História são considerados relevantes, relacionando-os com a tipologia de narrativas elaboradas. A relevância histórica constitui um conceito de segunda ordem do pensamento histórico fundamental na formação dos professores de Educação Infantil, pois, embora o currículo dessa etapa não inclua conteúdos históricos, incorpora objetivos que permitem abordar essas questões.Cadernos de PesquisaCadernos de PesquisaCadernos de PesquisaCadernos de Pesquisa2019-06-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://publicacoes.fcc.org.br/index.php/cp/article/view/5428Cadernos de Pesquisa; v. 49 n. 172: abr./jun.2019; 96-120Cadernos de Pesquisa; Vol. 49 Núm. 172: abr./jun.2019; 96-120Cadernos de Pesquisa; Vol. 49 No. 172: abr./jun.2019; 96-120Cadernos de Pesquisa; Vol. 49 No. 172: abr./jun.2019; 96-1201980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCspaenghttp://publicacoes.fcc.org.br/index.php/cp/article/view/5428/pdfhttp://publicacoes.fcc.org.br/index.php/cp/article/view/5428/pdf_1Copyright (c) 2019 Cadernos de Pesquisainfo:eu-repo/semantics/openAccessRivero, PilarPelegrín, Julián2021-04-12T16:21:28Zoai:http://publicacoes.fcc.org.br/ojs/:article/5428Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttp://www.scielo.br/oai/scielo-oai.php1980-53140100-1574opendoar:null2021-04-12 16:21:30.049Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv What history do future teachers of early childhood education think is relevant?
¿Qué Historia consideran relevante los futuros docentes de Educación Infantil?
Quelle histoire est considérée importante par les futurs enseignants de la petite enfance?
Que história é considerada relevante pelos futuros professores de educação infantil?
title What history do future teachers of early childhood education think is relevant?
spellingShingle What history do future teachers of early childhood education think is relevant?
Rivero, Pilar
Early childhood education
History
Teaching
Teacher training
Educación infantil
Historia
Enseñanza
Formación de profesores
Ensino da Historia
École maternelle
Histoire
Enseignement
Formation des enseignants
Educação infantil
História
Ensino
Formação de professores
title_short What history do future teachers of early childhood education think is relevant?
title_full What history do future teachers of early childhood education think is relevant?
title_fullStr What history do future teachers of early childhood education think is relevant?
title_full_unstemmed What history do future teachers of early childhood education think is relevant?
title_sort What history do future teachers of early childhood education think is relevant?
author Rivero, Pilar
author_facet Rivero, Pilar
Pelegrín, Julián
author_role author
author2 Pelegrín, Julián
author2_role author
dc.contributor.author.fl_str_mv Rivero, Pilar
Pelegrín, Julián
dc.subject.por.fl_str_mv Early childhood education
History
Teaching
Teacher training
Educación infantil
Historia
Enseñanza
Formación de profesores
Ensino da Historia
École maternelle
Histoire
Enseignement
Formation des enseignants
Educação infantil
História
Ensino
Formação de professores
topic Early childhood education
History
Teaching
Teacher training
Educación infantil
Historia
Enseñanza
Formación de profesores
Ensino da Historia
École maternelle
Histoire
Enseignement
Formation des enseignants
Educação infantil
História
Ensino
Formação de professores
dc.description.none.fl_txt_mv The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance  is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.
Se presenta un estudio sobre la percepción de relevancia histórica en el alumnado del Grado de Magisterio de Educación Infantil de la Universidad de Zaragoza (España). Para ello se analizan 660 cuentos históricos elaborados por dicho alumnado y los textos que justifican la elección de uno u otro acontecimiento histórico. La investigación se centra en determinar qué contenidos sustantivos de la Historia son considerados relevantes, poniéndolos en relación con la tipología de narrativas elaboradas. La relevancia histórica constituye un concepto de segundo orden del pensamiento histórico fundamental en la formación de los docentes de Educación Infantil, pues aunque el currículo de esta etapa no incluye contenidos históricos, sí incorpora objetivos que permiten abordar estos temas.
Cette étude concerne la perception de l’importance de l’histoire chez les étudiants en Éducation à la Petite Enfance de l’Universidad de Zaragoza (Espagne). Pour ce faire, 660 récits historiques élaborés par les étudiants ont été analysés, ainsi que les textes justifiant le choix de certains événements historiques. La recherche vise à déterminer quels contenus substantiels de l’Histoire sont considérés importants, par rapport à la typologie des récits. L´importance historique, reste un concept de second ordre de la pensée historique.fondamentale dans la formation des enseignants de la petite enfance. Cependant, même si les programmes d’études n’incluent pas les contenus historiques, ils incorporent tout de même des objectifs permettant d’aborder ces questions.
Apresenta-se um estudo sobre a percepção da relevância histórica entre os alunos do Magistério de Educação Infantil da Universidade de Zaragoza (Espanha). Nesse sentido, são analisados 660 relatos históricos elaborados por tais alunos e os textos que justificam a escolha de certos acontecimentos históricos. A pesquisa pretende determinar que conteúdos substantivos da História são considerados relevantes, relacionando-os com a tipologia de narrativas elaboradas. A relevância histórica constitui um conceito de segunda ordem do pensamento histórico fundamental na formação dos professores de Educação Infantil, pois, embora o currículo dessa etapa não inclua conteúdos históricos, incorpora objetivos que permitem abordar essas questões.
description The present study examines the perception of historical relevance that student teachers of Early Childhood Education have at the University of Zaragoza (Spain). Six hundred and sixty historical stories written by the students are analyzed in conjunction with texts that justify the choice of one historical event or another. The research seeks to determine the major historical contents that are considered relevant and relate them to the typology of the narratives. Historical relevance  is a second-order concept of basic historical thinking in Early Childhood Education teacher training as, although the curriculum for this stage does not include historical content, it does include objectives that enable these topics to be addressed.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-13
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://publicacoes.fcc.org.br/index.php/cp/article/view/5428
url http://publicacoes.fcc.org.br/index.php/cp/article/view/5428
dc.language.iso.fl_str_mv spa
eng
language spa
eng
dc.relation.none.fl_str_mv http://publicacoes.fcc.org.br/index.php/cp/article/view/5428/pdf
http://publicacoes.fcc.org.br/index.php/cp/article/view/5428/pdf_1
dc.rights.driver.fl_str_mv Copyright (c) 2019 Cadernos de Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Cadernos de Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Cadernos de Pesquisa
Cadernos de Pesquisa
Cadernos de Pesquisa
Cadernos de Pesquisa
publisher.none.fl_str_mv Cadernos de Pesquisa
Cadernos de Pesquisa
Cadernos de Pesquisa
Cadernos de Pesquisa
dc.source.none.fl_str_mv Cadernos de Pesquisa; v. 49 n. 172: abr./jun.2019; 96-120
Cadernos de Pesquisa; Vol. 49 Núm. 172: abr./jun.2019; 96-120
Cadernos de Pesquisa; Vol. 49 No. 172: abr./jun.2019; 96-120
Cadernos de Pesquisa; Vol. 49 No. 172: abr./jun.2019; 96-120
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
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instname_str Fundação Carlos Chagas (FCC)
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institution FCC
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv
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